While recent studies have explored human behavior and preference simulation using large language models (LLMs), it remains unclear how well LLMs can simulate subjective evaluations from real learners in educational settings. We investigate this question using real learner evaluation data on feedback for high-school biology questions at both the group and individual levels. We compare performance with and without learner-specific information, such as personality traits and evaluation examples, across six models. Our results show that LLMs still have a limited ability to simulate learner evaluations. Providing learner profiles and examples improves score calibration and individual-level simulation, but more often fails to improve group-level consistency. These findings highlight the need to investigate which learner information and adaptation strategies are effective for learner preference simulation.

Automatic evaluation of generative tasks using large language models faces challenges due to ambiguous criteria. Although automatic checklist generation is a potentially promising approach, its usefulness remains underexplored.We investigate whether checklists should be used for all questions or selectively, generate them using six methods, evaluate their effectiveness across eight model sizes, and identify checklist items that correlate with human evaluations.Through experiments on pairwise comparison and direct scoring tasks, we find that selective checklist use tends to improve evaluation performance in pairwise settings, while its benefits are less consistent in direct scoring.Our analysis also shows that even checklist items with low correlation to human scores often reflect human-written criteria, indicating potential inconsistencies in human evaluation. These findings highlight the need to more clearly define objective evaluation criteria to guide both human and automatic evaluations.Our code is available at https://github.com/momo0817/checklist-effectiveness-study.

Human children acquire language from a substantially smaller amount of linguistic input than that typically required for training large language models (LLMs). This gap motivates the search for more efficient pre-training methods. Inspired by child development, curriculum learning, which progresses from simple to complex data, has been widely adopted. In this study, we propose a pre-training framework that mirrors child language acquisition, advancing step by step from words to sentences while retaining prior knowledge. We investigate whether this improves retention and efficiency under limited resources. Our approach is implemented through four components: (i) a curriculum-aligned dataset, (ii) a batch-wise convergence loop, (iii) a distance-controlled loss to mitigate forgetting, and (iv) a constraint-controlled optimizer for stability. Experiments on the BabyLM benchmark show that the proposed method performs slightly below the official baselines in overall accuracy, with larger gaps on grammar-oriented evaluations such as BLiMP. Nonetheless, it yields small but consistent gains on morphology- and discourse-related tasks (e.g., WUG-ADJ, Entity Tracking), suggesting that the approach affects different linguistic aspects unevenly under limited data conditions.